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All Journal Jurnal SOLMA J-REaLL Social Engagement: Jurnal Pengabdian Kepada Masyarakat
Akbar, Malik
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Languange, Linguistic, Communication & Media Social Sciences Other

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Peningkatan Kualitas Hidup Anak di Panti Asuhan Melalui Edukasi Pengolahan Sampah, Edugame, dan Pojok Literatur (Cerita Pendek): Kunjungan Universitas Internasional Batam ke Panti Asuhan citra, citra; Sitanggang, Alvin Topaz Gian; Sirait, Muhammad Frem Ridhoqa; Humairah, Haziqah; Chua, Irwan Putra Sanjaya; Lina, Tessa Anjel; Ajunianto, Ajunianto; Xian, Andy Chua Eng; Julian, Angel; Pratama, Adi Nuzul; Akbar, Malik
Social Engagement: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 4 (2024): September 2024
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/se.v2i4.9840

Abstract

Penelitian ini bertujuan untuk mengeksplorasi pengaruh kunjungan mahasiswa Universitas Internasional Batam ke panti asuhan dalam upaya meningkatkan kualitas hidup anak-anak melalui program edukasi pengolahan sampah, edugame, dan pojok literatur berupa pembacaan cerita pendek. Metode penelitian yang digunakan adalah kunjungan satu hari dengan pendekatan kualitatif di Panti Asuhan " Ash Shoodiq " di Kota Batam. Hasil penelitian menunjukkan bahwa keterlibatan anak dalam ketiga kegiatan tersebut dapat meningkatkan kesadaran lingkungan, keterampilan berpikir kritis, dan keterampilan sosial mereka. Rekomendasi dari penelitian ini adalah integrasi program serupa dalam kurikulum panti asuhan sebagai upaya peningkatan kesejahteraan anak.
Strategi Pembelajaran Interaktif untuk Mengembangkan Partisipasi Anak dalam Kegiatan Bahasa Inggris Nonformal Zaki, Leil Badrah; Pratiwi, Theodesia Lady; Purba, Hilarius Raditya Priambada; Gukguk, Vriskila Piolawanti Raja; Raswita; Azizah, Yulia Nur; Akbar, Malik
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20619

Abstract

Latar belakang: Pembelajaran bahasa Inggris di ranah nonformal masih menghadapi tantangan berupa rendahnya motivasi, rasa percaya diri, serta keterbatasan konsentrasi anak. Program ini bertujuan meningkatkan partisipasi dan keberanian anak dalam menggunakan bahasa Inggris melalui pendekatan interaktif di Sanggar Belajar Tunas Harapan. Metode: yang diterapkan mencakup permainan, lagu, aktivitas fisik, dan media visual, dengan mahasiswa berperan sebagai fasilitator. Hasil: kegiatan menunjukkan adanya peningkatan keterlibatan secara signifikan. Dari 25–30 peserta tiap pertemuan, sekitar 17–20 anak (65–70%) aktif menjawab pertanyaan, menunjukkan perubahan positif dibanding kondisi awal yang cenderung pasif. Lingkungan belajar juga menjadi lebih menyenangkan, kolaboratif, suportif, dan secara konsisten mendorong tumbuhnya rasa percaya diri serta solidaritas antarpeserta. Observasi memperlihatkan bahwa kegiatan bermain kontekstual dan pendampingan sederhana dapat memicu keberanian anak untuk lebih aktif mencoba berbahasa Inggris. Kesimpulan: ini menegaskan efektivitas metode interaktif dalam mendukung pembelajaran nonformal yang bermakna. Rekomendasi ke depan adalah memperluas variasi media ajar dan memastikan kesinambungan kerja sama dengan mitra lokal.
Implementing Pearson’s assessment framework in English language instruction: Insights from an Indonesian private high school Zaki, Leil Badrah; Kezhiandra, Gabby; Akbar, Malik; Pratiwi, Theodesia Lady
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24603

Abstract

Structured assessment regimes are instrumental in influencing classroom teaching and learning. For example, an international curriculum, such as Pearson, provides structured assessment cornerstones for teaching and learning. Yet, despite Indonesian secondary schools widely adopting it, existing literature predominantly focuses on curriculum design and alignment, while the substantial issue of classroom-level impact resulting from standardized assessment demands still remains underexplored. The present paper seeks to uncover the extent to which Pearson's structured assessment requirements are realized in the classroom and how they impact teaching and learning. The qualitative case study research method was utilized through classroom observations and interviews concerning two foreign English teachers in a private secondary school in Batam, Indonesia. Results show that the Pearson assessment system, comprising mechanisms like the prohibition of homework, assessment by means of rubrics, and instant feedback, has brought in student engagement and reduced stress through steadiness and transparency in assessment. Nevertheless, strict timetables for exams and standard formats that are imposed on the teachers out of the core systems have led to a reduction of teachers' pedagogical freedom and an increase in their administrative workload. The systemic pressures, such as real-time assessment demands and rigid accountability structures, pose significant challenges, particularly in resource-constrained environments with diverse learner readiness. The study contributes to theoretical debates on standardized assessment by showing how tightly aligned frameworks compress pedagogical flexibility while demanding high instructional precision. The findings emphasize the need for more adaptable assessment frameworks that balance accountability and teacher autonomy as well as continuous student engagement.
Co-Authors Ajunianto, Ajunianto Chua, Irwan Putra Sanjaya citra, Citra Gukguk, Vriskila Piolawanti Raja Humairah, Haziqah Julian, Angel Kezhiandra, Gabby Lina, Tessa Anjel Pratama, Adi Nuzul Pratiwi, Theodesia Lady Purba, Hilarius Raditya Priambada Raswita Sirait, Muhammad Frem Ridhoqa Sitanggang, Alvin Topaz Gian Xian, Andy Chua Eng Yulia Nur Azizah, Yulia Nur Zaki, Leil Badrah